{"title":"在护理麻醉教育中使用翻转课堂教学法的效果：项目评估。","authors":"Reed S Halterman, Shannon Broxton, Thomas Joshua","doi":"10.1515/ijnes-2023-0075","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The flipped classroom (FC) pedagogy improves undergraduate student proficiency and satisfaction. However, its effectiveness has not been demonstrated in nursing anesthesia education.</p><p><strong>Objectives: </strong>Pre- and post-FC tests and course evaluations were retrospectively compared to determine if FC was an effective pedagogy for a nursing anesthesia program (NAP).</p><p><strong>Methods: </strong>The design of the study was a retrospective program evaluation. Two groups were compared with 59 students in the pre-FC group taught via traditional lecture and 61 students in the post-FC group taught with FC. Answers to the same 167 test questions were compared using an independent t-test and five course evaluation questions were statistically compared using <i>NPAR1WAY</i> procedure with the Wilcoxon option to determine if significant differences existed between the two nursing anesthesia student cohorts.</p><p><strong>Results: </strong>The post-FC students exhibited a significant 4 % increase in test scores and expressed increased satisfaction compared to their pre-FC counterparts.</p><p><strong>Conclusions: </strong>This retrospective program evaluation showed that student proficiency and satisfaction improved between the groups after changing to the FC pedagogy. However, research is needed to determine the true value of using FC in nursing anesthesia education.</p><p><strong>Implications for an international audience: </strong>The flipped classroom model can be beneficial in graduate nursing education with our ever-changing student population.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"21 1","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effects of using a flipped classroom pedagogy in nursing anesthesia education: a program evaluation.\",\"authors\":\"Reed S Halterman, Shannon Broxton, Thomas Joshua\",\"doi\":\"10.1515/ijnes-2023-0075\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The flipped classroom (FC) pedagogy improves undergraduate student proficiency and satisfaction. However, its effectiveness has not been demonstrated in nursing anesthesia education.</p><p><strong>Objectives: </strong>Pre- and post-FC tests and course evaluations were retrospectively compared to determine if FC was an effective pedagogy for a nursing anesthesia program (NAP).</p><p><strong>Methods: </strong>The design of the study was a retrospective program evaluation. Two groups were compared with 59 students in the pre-FC group taught via traditional lecture and 61 students in the post-FC group taught with FC. Answers to the same 167 test questions were compared using an independent t-test and five course evaluation questions were statistically compared using <i>NPAR1WAY</i> procedure with the Wilcoxon option to determine if significant differences existed between the two nursing anesthesia student cohorts.</p><p><strong>Results: </strong>The post-FC students exhibited a significant 4 % increase in test scores and expressed increased satisfaction compared to their pre-FC counterparts.</p><p><strong>Conclusions: </strong>This retrospective program evaluation showed that student proficiency and satisfaction improved between the groups after changing to the FC pedagogy. 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引用次数: 0
摘要
背景翻转课堂（FC）教学法可提高本科生的学习能力和满意度。然而，其有效性尚未在护理麻醉教育中得到证实：目的：对翻转课堂教学前后的测试和课程评价进行回顾性比较，以确定翻转课堂教学法在护理麻醉课程（NAP）中是否有效：研究设计为回顾性课程评估。两组学生进行了比较，FC 前组的 59 名学生采用传统的讲授法，FC 后组的 61 名学生采用 FC 教学法。对相同的 167 道测试题的答案采用独立 t 检验进行比较，对 5 道课程评价题采用 NPAR1WAY 程序和 Wilcoxon 选项进行统计比较，以确定两组护理麻醉专业学生之间是否存在显著差异：结果：FC 后的学生与 FC 前的学生相比，考试成绩大幅提高了 4%，满意度也有所提高：这项回顾性项目评估显示，改用 FC 教学法后，各组学生的能力和满意度都有所提高。然而，要确定在护理麻醉教育中使用 FC 的真正价值，还需要进行研究：对国际受众的启示：面对不断变化的学生群体，翻转课堂模式对护理研究生教育大有裨益。
The effects of using a flipped classroom pedagogy in nursing anesthesia education: a program evaluation.
Background: The flipped classroom (FC) pedagogy improves undergraduate student proficiency and satisfaction. However, its effectiveness has not been demonstrated in nursing anesthesia education.
Objectives: Pre- and post-FC tests and course evaluations were retrospectively compared to determine if FC was an effective pedagogy for a nursing anesthesia program (NAP).
Methods: The design of the study was a retrospective program evaluation. Two groups were compared with 59 students in the pre-FC group taught via traditional lecture and 61 students in the post-FC group taught with FC. Answers to the same 167 test questions were compared using an independent t-test and five course evaluation questions were statistically compared using NPAR1WAY procedure with the Wilcoxon option to determine if significant differences existed between the two nursing anesthesia student cohorts.
Results: The post-FC students exhibited a significant 4 % increase in test scores and expressed increased satisfaction compared to their pre-FC counterparts.
Conclusions: This retrospective program evaluation showed that student proficiency and satisfaction improved between the groups after changing to the FC pedagogy. However, research is needed to determine the true value of using FC in nursing anesthesia education.
Implications for an international audience: The flipped classroom model can be beneficial in graduate nursing education with our ever-changing student population.
期刊介绍：
The International Journal of Nursing Education Scholarship publishes significant research and scholarship in the broad field of nursing education. The mandate of the journal is to present high quality papers to advance nursing education through research, description of innovative methods, or introduction of novel approaches about all aspects of nursing education in a timely manner. The specific aims of IJNES are to: - Promote worldwide scholarship in nursing education - Enhance and advance nursing education globally - Provide a forum for the dissemination of international perspectives and scholarship in nursing education
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